2000-2022 yılları arasındaki teknoloji destekli geometri öğretiminde başarıyı inceleyen tezlerin sistematik derleme yoluyla incelenmesi
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Tarih
2023
Yazarlar
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Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada 2000-2022 yılları arasında YÖK Ulusal Tez Merkezi'nde yayımlanan teknoloji destekli geometri öğretiminin başarıya etkisi ile ilgili çalışmaları bir sistematik derleme yöntemi olan içerik analiziyle incelemek amaçlanmıştır. Bu amaç doğrultusunda nitel araştırma yöntemlerinden biri olan sistematik derleme modeli kullanılmıştır. Araştırmada belirli kriterler doğrultusunda seçilmiş olan 62 çalışma analiz edilmiştir. Çalışmaların hazırlandığı yıllar, yöntemleri, örneklemi, örneklem büyüklüğü, veri toplama araçları, veri analiz teknikleri, tercih edilen konuları, öğretim teknolojileri ve sonuçları incelenmiştir. Veriler analiz edilirken nitel analiz yöntemlerinden biri olan betimsel analiz tercih edilmiştir. İnceleme sonucu elde edilen veriler grafik, şekil ve tablolar ile ifade edilmiştir. Araştırmanın sonucunda 2013 yılından sonra yapılan çalışmaların sayısında düşüş yaşandığı gözlemlenmiştir. 2019 yılında ani bir artış ile en fazla çalışma yapılmış olmasına rağmen ilerleyen yılda çok az çalışma yapıldığı görülmüştür. Çalışmalarda sıklıkla ortaokul öğrencilerinin tercih edildiği görülmüştür. Okul öncesi, ilkokul, lise ve lisans düzeyindeki öğrenciler ile az çalışma yapılmıştır. Örneklem büyüklüklerinin sıklıkla 31-50 ve 51-100 kişi arasında tercih edildiği görülmüştür. Ancak 30 kişiden az ve 100 kişiden fazla olan örneklem büyüklükleri ile az çalışma yapılmıştır. Araştırma yöntemlerinden sıklıkla nicel ve karma yöntemlerin tercih edildiği görülmüştür. Veri toplama araçlarından daha çok başarı testlerinin ve tutum ölçeklerinin tercih edildiği görülmüştür. Veri analizleri yapılırken t-testlerinin daha çok tercih edildiği görülmüştür. Konular arasında sırasıyla en çok geometrik cisimler ve şekiller, çokgenler ve dönüşüm geometrisi tercih edilmiştir. Öğretim teknolojileri arasında ise sırasıyla en çok Geogebra, Cabri ve Geometer's Sketchpad dinamik yazılımlarının tercih edildiği görülmüştür. Geometrik cisimler ve şekiller konusunun ele alındığı çalışmalarda sıklıkla Cabri'nin kullanıldığı görülmüştür. Ancak diğer öğretim teknolojileri ile yeterli çalışma yapılmadığı fark edilmiştir. Çokgenler konusunda ise Geogebra ve Geometer's Sketchpad yazılımlarının tercih edildiği diğer öğretim teknolojilerinin yeterince tercih edilmediği görülmüştür. Çember ve daire konusunu ele alan çalışmalarda ise sıklıkla Geogebra'nın tercih edildiği tespit edilmiştir. Çalışmalarda elde edilen sonuçlara baktığımızda ise teknoloji destekli geometri öğretiminin öğrenci başarısında etkili olduğu sonucuna ulaşılmıştır. Beklenen başarıyı elde edemeyen araştırmacılar durumun yazılımdaki teknik aksaklıklardan, grubun küçük olmasından, çalışmanın kısa zamanda yapılmış olmasından ve sınıf yönetiminden kaynaklanabileceğini belirtmiştir. Bu alanda yeni çalışma yapacak olan araştırmacılara yeteri kadar çalışma yapılmayan konuları, öğretim teknolojilerini, örneklem türünü, örneklem büyüklüğünü ve araştırma yöntemini tercih etmesi önerilmiştir. Bu şekilde doyum noktasına ulaşan çalışmaların tekrar etmesi yerine alandaki eksiklikleri giderecek çalışmaların yapılması beklenmiştir.
In this research, it was aimed to examine the studies on the effect of technology assisted geometry teaching published in the YÖK National Thesis Center between the years 2000-2022 with content analysis, which is a systematic compilation method. In accordance with this purpose, systematic review model was used that is one of the qualitative research methods. 62 carefully selected studies that met the specified criteria were reviewed as part of this study. These theses were analysed in terms of years of preparation, methods, sample, sample size, data collection tools, data analysis techniques, preferred topics, teaching technologies, and outcomes. When analysing the data, descriptive analysis, which is one of the qualitative analysis methods, has been preferred. The data obtained from the review are expressed by means of graphs, figures, and tables. As a result of the research, the number of studies completed after 2013 has decreased. Although most studies were done with a sudden increase in 2019, very few studies were found to have been done the following year. It has been observed that secondary school students are often preferred in studies. There aren't many research that have been done with pre-school, primary, secondary and high school students. It has been observed that sample sizes between 31-50 and 51-100 people have been frequently preferred. However few researches have been done with sample sizes including people less than 30 and more than 100. It has been observed that among research methodologies, quantitative and mixed methods are preferred often. It has been observed that achievement tests and attitude scales are preferred more than data collection tools. When performing data analysis, it has been observed that t-tests are more preferable. Among the subjects, geometric objects and shapes, polygons and transformation geometry have been the most preferred ones in order. Among the teaching technologies, the dynamic softwares as GeoGebra, Cabri and Geometer Sketchpad were considered the most popular, respectively. It has been seen that Cabri is often used in studies dealing with objects and geometrical shapes. However, it was noted that there is not enough work being done on other education technologies. Regarding polygons, Geogebra and Geometer's Sketchpad software have been preferred and other teaching technologies have not been preferred enough. It has been found that Geogebra is often preferred in the circle and disc studies. When we look at the outcomes of the studies, it was concluded that the teaching of technology-assisted geometry is effective in academic success. The researchers, who could not achieve the expected success, have stated that the situation could be due to technical problems in the software, the small size of the group, the short time the study was conducted, and the classroom management. It is recommended that researchers who plan to conduct new studies in this area should prioritize understudied topics, instructional technologies, sample type, sample size, and research methodology. Thus, rather than repeating studies that have reached saturation point, it was expected that studies that would eliminate gaps in the field would be carried out.
In this research, it was aimed to examine the studies on the effect of technology assisted geometry teaching published in the YÖK National Thesis Center between the years 2000-2022 with content analysis, which is a systematic compilation method. In accordance with this purpose, systematic review model was used that is one of the qualitative research methods. 62 carefully selected studies that met the specified criteria were reviewed as part of this study. These theses were analysed in terms of years of preparation, methods, sample, sample size, data collection tools, data analysis techniques, preferred topics, teaching technologies, and outcomes. When analysing the data, descriptive analysis, which is one of the qualitative analysis methods, has been preferred. The data obtained from the review are expressed by means of graphs, figures, and tables. As a result of the research, the number of studies completed after 2013 has decreased. Although most studies were done with a sudden increase in 2019, very few studies were found to have been done the following year. It has been observed that secondary school students are often preferred in studies. There aren't many research that have been done with pre-school, primary, secondary and high school students. It has been observed that sample sizes between 31-50 and 51-100 people have been frequently preferred. However few researches have been done with sample sizes including people less than 30 and more than 100. It has been observed that among research methodologies, quantitative and mixed methods are preferred often. It has been observed that achievement tests and attitude scales are preferred more than data collection tools. When performing data analysis, it has been observed that t-tests are more preferable. Among the subjects, geometric objects and shapes, polygons and transformation geometry have been the most preferred ones in order. Among the teaching technologies, the dynamic softwares as GeoGebra, Cabri and Geometer Sketchpad were considered the most popular, respectively. It has been seen that Cabri is often used in studies dealing with objects and geometrical shapes. However, it was noted that there is not enough work being done on other education technologies. Regarding polygons, Geogebra and Geometer's Sketchpad software have been preferred and other teaching technologies have not been preferred enough. It has been found that Geogebra is often preferred in the circle and disc studies. When we look at the outcomes of the studies, it was concluded that the teaching of technology-assisted geometry is effective in academic success. The researchers, who could not achieve the expected success, have stated that the situation could be due to technical problems in the software, the small size of the group, the short time the study was conducted, and the classroom management. It is recommended that researchers who plan to conduct new studies in this area should prioritize understudied topics, instructional technologies, sample type, sample size, and research methodology. Thus, rather than repeating studies that have reached saturation point, it was expected that studies that would eliminate gaps in the field would be carried out.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Teknoloji Destekli Öğretim, Geometri Öğretimi, Başarı, Sistematik Derleme, Technology Assisted Teaching, Geometry Teaching, Success, Systematic Review
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Karabağ, H. K. (2023). 2000-2022 yılları arasındaki teknoloji destekli geometri öğretiminde başarıyı inceleyen tezlerin sistematik derleme yoluyla incelenmesi. (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Anabilim Dalı, Konya.
